about the basctm–3 - pearson...

About the BASCTM3

About the BASC3 Rating Scales

Teacher Rating Scales Parent Rating Scales

Self-Report of Personality

Student Observation System

Structured Developmental History

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Copyright 2015 NCS Pearson, Inc. All rights reserved.

Pearson, BASC, and PRQ are trademarks in the U.S. and/or other countries of Pearson Education, Inc., or its affiliates(s).

Table of Contents

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About the BASC3 TRS, PRS, SRP, SOS, and SDH

1 Brief Description

The Behavior Assessment System for Children, Third Edition (BASC3) is a multimethod, multidimensional system used to evaluate the behavior and self-perceptions of children and young adults ages 2 through 25 years. The BASC3 system includes the following components:

Behavioral and Emotional Screening System (BESS)

Teacher Rating Scales (TRS)

Parent Rating Scales (PRS)

Self-Report of Personality (SRP)

Structured Developmental History (SDH)

Student Observation System (SOS)

Behavior Intervention Guide

Behavioral and Emotional Skill Building Guide - part of the BASC3 family of products

Flex Monitor

Parenting Relationship Questionnaire (PRQ)

Typically, emotional and behavioral difficulties have various facets. Consequently, these difficulties need to be assessed from a number of different viewpoints. Clinicians tend to obtain such views in a fairly ad hoc manner, using a variety of measures, observations, or other data that may prove difficult to integrate into a total picture. This is why the integrated assessment approach of the BASC3 components is so desirable. Together, the BASC3 components offer a comprehensive system for identifying, evaluating, monitoring, and remediating behavioral and emotional problems in children and adolescents. Each component can be used individually or in whatever combination is best suited to the situation at hand.

This document focuses on the TRS, PRS, SRP, SOS, and SDH components. Additional information on the other components can be found in the Q-global Resource Library.

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2 Quick Facts

Author: Randy W. Kamphaus, PhD, Cecil R. Reynolds, PhD

Publisher: Pearson

Date of Publication: 2015

Appropriate Ages: TRS & PRS: 2:0 to 21:11 (ages 19-21 appropriate if still receiving services in secondary educational setting)

SRP: 6:0 through college age

SOS: school-based setting (no age limits)

SDH: None

Norm Groups: 1=General Combined (GC)

2=General Gender-Specific (GG)

3=Clinical Combined (CC)

4=Clinical Gender-Specific (CG)

5=ADHD Combined (AC)

6=ADHD Gender-Specific (AG)

Minimum Reading Level:

PRS: Fourth grade level

SRP: Second grade level

Administration Time: TRS & PRS: 10-20 minutes

SRP: 30 minutes

SDH: 30+ minutes based on size of medical and family history

SOS: 15 minutes of observation

Administration Options: Manual Entry (ME)

On-screen administration (OSA)

Remote on screen administration (ROSA)

Pricing Model: Pay per Report (ME, OSA & ROSA)

Subscription (ME only)

Scales: TRS: 5 Composite Scales 15 Primary Scales

PRS: 4 Composite Scales 14 Primary Scales

TRS & PRS: 7 Content Scales 5 Clinical Probability Indexes 5 Executive Functioning Indexes

SRP: 5 Composite Scales 18 Primary Scales 4 Content Scales 1 Clinical Probability Index

TRS & PRS: 3 Validity Indexes

SRP: 5 Validity Indexes

Report Options: BASC3 Report (Individual Report)

BASC3 Multirater Report

BASC3 Progress Report

BASC3 Report with Intervention Recommendations

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3 Administration & Pricing Options Overview

Administration Options

Q-global offers the following administration options for the examiner for the BASC3 Rating Scales.

1. Manual Entry (ME): The test is administered using the paper-pencil format and the raw scores or item responses are manually entered into the Q-global software.

2. On-screen administration (OSA): The test is administered to the examinee on-screen on a web enabled computer via the Q-global software. OSA may be administered with or without Test Session Lock.

Select with Test Session Lock if you want to administer an assessment on a web-enabled computer AND lock the testing session preventing the examinee from exiting the assessment. Test Session Lock is recommended for examiners who want to restrict an examinee from accessing an internet browser, programs or files stored on the computer.

Note: Test Session Lock is not available for mobile devices, including tablets, and is not intended to replace a proctor for those assessments requiring supervision during an administration. We strongly recommend using Chrome, Firefox or Safari.

3. Remote on screen administration (ROSA): The examinee or rater is sent an email invitation with a link to launch and administer the test at a remote location. ROSA is available for specific tests.

Pricing Options

Pearson offers two pricing options for scoring and reporting on Q-global for the BASC3 Rating Scales.

1. Pay per-report generated. BASC3 Report usages can be used for PRQ, TRS, PRS, SRP, SOS, and SDH forms.

2. Annual subscription: offers unlimited-use for scoring and reporting for Manual Entry (ME) ONLY. This option is ideal for high volume users. OSA and ROSA administrations incur the Pay per report charge.

Important note: Each subscription is per user for the product only and will begin on the date of order processing unless otherwise requested.

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4 Scoring and Reporting Rules

Administration Scorability Rules

The administration of this assessment cannot be scored if any of the following conditions are true:

All forms: Identification number is missing or invalid or first or last name of examinee is missing

or invalid. Birth date is missing or invalid Test date is missing or invalid Birth date is later than the administration date Gender is missing or invalid

TRS All Forms: Teachers First Name is missing or invalid

Teachers Last Name is missing or invalid

TRS Preschool Form The TRS-Preschool form was selected and the examinees age is less than 2:0 or

greater than 5:11

The number of omits or invalid test responses is greater than 22

TRS Child Form The TRS-Child form was selected and the examinees age is less than 6:0 or greater

than 11:11


TRS Adolescent The TRS-Adolescent form was selected and the examinees age is less than 12:0 or

greater than 21:11


PRS All Forms: Parent/Guardians First Name is missing or invalid

Parent/Guardians Last Name is missing or invalid

Administration Language is missing or invalid

PRS Preschool Form The PRS-Preschool form was selected and the examinees age is less than 2:0 or

greater than 5:11


PRS Child Form The PRS-Child form was selected and the examinees age is less than 6:0 or greater

than 11:11


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PRS Adolescent Form The PRS-Adolescent form was selected and the examinees age is less than 12:0 or

greater than 21:11


SRP - Interview Form Name of examiner is missing or invalid

The SRP-Interview form was selected and the examinees age is less than 6:0 or greater than 7:11

SRP - Child Form The SRP-Child form was selected and the examinees age is less than 8:0 or greater

than 11:11



SRP - Adolescent Form The SRP-Adolescent form was selected and the examinees age is less than 12:0 or

greater than 21:11



SRP - College Form The SRP-College form was selected and the examinees age is less than 18:0 or

greater than 25:11



If an administration is unscorable, you must fill in the appropriate responses or raw scores before you can score the instrument.

Report Invalidity Rules

Report invalidity rules describe circumstances in which a valid interpretation cannot be made. Common examples are too many missing responses, a clients age that is outside the appropriate range, an abnormal score on an assessments validity index, and an uninterpretable profile configuration.

This report is invalid if any of the following conditions are true: Identification number is missing or invalid or first or last name of examinee is missing

or invalid.

Unless you have modified your default system settings, you will always be asked whether or not you want to print an invalid report. An on-screen message will briefly describe the invalidity condition and the data you will receive if you print the report. For example, an invalid report might include a printout of raw and transformed scores, but the scores would not be plotted and no interpretation would be attempted.

Scale Invalidity Rules

A scale cannot be interpreted if three or more items on the scale are omitted or invalid. All valid scales will be reported and the invalid scales will be identified with an asterisk.

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5 Data Export Labels

Note: BASC3 Report (Individual Report) and BASC3 Report with Intervention Recommendations are separate exports. Export for each of these reports to obtain data for both.

Demographic Data Description Special Values

(if applicable)

FirstName Examinees first name

MiddleName Examinees middle name

LastName Examinees last name

ID Examinees ID number

Gender Examinees gender 1 = Male

2 = Female

BirthDate Examinees date of birth

AdministrationDate Date of administration

AgeAtAssessment Examinees age at administration (in YY:MM format)

Form Form administered 1 = TRS-P

2 = TRS-C

3 = TRS-A

4 = PRS-P

5 = PRS-C

6 = PRS-A

7 = SRP-I

8 = SRP-C

9 = SRP-A

10 = SRP-COL

Examiner Examiner/Service Provider name

School Examinees school

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5 Data Export Labels continued


Grade Examinees current grade All TRS forms, All PRS forms, SRP-C, and SRP-A Forms (these fields are not on SRP-COL)

96=preschool

0=kindergarten

1=1st

2=2nd

3=3rd

4=4th

5=5th

6=6th

7=7th

8=8th

9=9th

10=10th

11=11th

12=12th

SRP-COL Only

13=First year

14=Second year

15=Third year

16=Fourth year

17= Fifth year or above

Custom1 User-defined field 1




Language The language in which the test was administered

1=English

2=Spanish

RaterFirstName Raters first name

RaterMI Raters middle initial

RaterLastName Raters last name

RaterGender Raters gender 1=Male

2=Female

Position Raters position 1= Regular-education teacher

2= Special-education teacher

3=Other

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PositionOther Raters position - text box the user fills in if other is selected for Raters Position

TimeKnown How long the rater has known the child 1= Less than 1 month

2=1-2 months

3=3-5 months

4=6-11 months

5= 12 months or more

RaterGender Raters gender 1=Male

2=Female

Relation Raters relationship to the child 1=Mother

2=Father

3=Guardian

4=Other

RelationOther Raters relationship to the child - text box the user fills in if other is selected for Raters relationship to the child.

Concerns Concerns the user has about the child

ConcernVision Vision concerns - text box the user fills in if Vision is selected for the concerns the rater has about the child

ConcernHearing Hearing concerns - text box the user fills in if Hearing is selected for the concerns the rater has about the child

ConcernEatHabit Eating habit concerns - text box the user fills in if Eating Habits is selected for the concerns the rater has about the child

Enrollment Examinees School Enrollment time

StrengthsComment General Comments - Strengths question

ConcernsComments General Comments - Concerns question

ConfidenceLevel Confidence level selected 1=68%

2=90%

3=95%

NormGroup First norm group selection. Note. This selection is used for derived scores throughout the report.

1= General Combined (GC)

2= General Gender-Specific (GG)

3= Clinical Combined (CC)

4= Clinical Gender-Specific (CG)

5= ADHD Combined (AC)

6= ADHD Gender-Specific (AG)

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Score Data DescriptionSpecial Values (if applicable)

basc3_aa_raw Alcohol Abuse (AA) - Raw Score

basc3_ad_raw Adaptability (AD) - Raw Score

basc3_dl_raw Activities of Daily Living (DL) - Raw Score

basc3_ag_raw Aggression (AG) - Raw Score

basc3_ax_raw Anxiety (AX) - Raw Score

basc3_ap_raw Attention Problems (AP) - Raw Score

basc3_as_raw Attitude to School (AS) - Raw Score

basc3_at_raw Attitude to Teachers (AT) - Raw Score

basc3_ay_raw Atypicality (AY) - Raw Score

basc3_cp_raw Conduct Problems (CP) - Raw Score

basc3_dp_raw Depression (DP) - Raw Score

basc3_fc_raw Functional Communication (FC) - Raw Score

basc3_ha_raw Hyperactivity (HA) - Raw Score

basc3_ir_raw Interpersonal Relations (IR) - Raw Score

basc3_le_raw Leadership (LE) - Raw Score

basc3_lp_raw Learning Problems (LP) - Raw Score

basc3_lc_raw Locus of Control (LC) - Raw Score

basc3_rp_raw Relations with Parents (RP) - Raw Score

basc3_sa_raw School Maladjustment (SA) - Raw Score

basc3_se_raw Self Esteem (SE) - Raw Score

basc3_sr_raw Self Reliance (SR) - Raw Score

basc3_ss_raw Sensation Seeking (SS) - Raw Score

basc3_si_raw Sense of Inadequacy (SI) - Raw Score

basc3_so_raw Social Skills (SO) - Raw Score

basc3_st_raw Social Stress (ST) - Raw Score

basc3_sm_raw Somatization (SM) - Raw Score

basc3_sk_raw Study Skills (SK) - Raw Score

basc3_wd_raw Withdrawal (WD) - Raw Score

basc3_ac_raw Anger Control (AC) - Raw Score

basc3_bl_raw Bullying (BL) - Raw Score

basc3_sd_raw Developmental Social Disorders (SD) - Raw Score

basc3_eg_raw Ego Strength (EG) - Raw Score

basc3_sc_raw Emotional Self-control (SC) - Raw Score

basc3_ef_raw Executive Functioning (EF) - Raw Score

basc3_ma_raw Mania (MA) - Raw Score

basc3_ne_raw Negative Emotionality (NE) - Raw Score

basc3_rs_raw Resiliency (RS) - Raw Score

basc3_ta_raw Test Anxiety (TA) - Raw Score

basc3_total_raw Total Raw Score

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Raw Scores

basc3_adi_raw ADHD Probability Index - Raw Score

basc3_aui_raw Autism Probability Index - Raw Score

basc3_cpi_raw Clinical Probability Index - Raw Score

basc3_ebi_raw EBD Probability Index - Raw Score

basc3_fii_raw Functional Impairment Index - Raw Score

basc3_psi_raw Problem Solving Index - Raw Score

basc3_aci_raw Attentional Control Index - Raw Score

basc3_bci_raw Behavioral Control Index - Raw Score

basc3_eci_raw Emotional Control Index - Raw Score

basc3_efi_raw Overall Executive Functioning Index - Raw Score

basc3_psi_raw Problem Solving Index - Raw Score

basc3_cons_raw Consistency Index - Raw Score

basc3_f_raw F Index - Raw Score

basc3_l_raw L Index - Raw Score

basc3_ptrn_raw Response Pattern Index - Raw Score

basc3_v_raw V Index - Raw Score

basc3_cons_raw Consistency Index - Raw Score

basc3_cons_cat Consistency Index - Categorical Classification

basc3_f_cat F Index - Categorical Classification

basc3_l_cat L Index - Categorical Classification

basc3_ptrn_cat Response Pattern Index - Categorical Classification

basc3_v_cat V Index - Categorical Classification

Composite Scores Sum of T-Scores (Norm Specific)

basc3_asi_sum Adaptive Skills Composite - Sum of T-Scores

basc3_bsi_sum Behavioral Symptoms Composite - Sum of T-Scores

basc3_esi_sum Emotional Symptoms Composite - Sum of T-Scores

basc3_epi_sum Externalizing Problems Composite - Sum of T-Scores

basc3_ihi_sum Inattention/Hyperactivity Composite - Sum of T-Scores

basc3_ipi_sum Internalizing Problems Composite - Sum of T-Scores

basc3_pai_sum Personal Adjustment Composite - Sum of T-Scores

basc3_spi_sum School Problems Composite - Sum of T-Scores

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Primary T-Scores (Norm Specific)

basc3_aa_t Alcohol Abuse (AA) - Primary T-Score

basc3_ad_t Adaptability (AD) - Primary T-Score

basc3_dl_t Activities of Daily Living (DL) - Primary T-Score

basc3_ag_t Aggression (AG) - Primary T-Score

basc3_ax_t Anxiety (AX) - Primary T-Score

basc3_ap_t Attention Problems (AP) - Primary T-Score

basc3_as_t Attitude to School (AS) - Primary T-Score

basc3_at_t Attitude to Teachers (AT) - Primary T-Score

basc3_ay_t Atypicality (AY) - Primary T-Score

basc3_cp_t Conduct Problems (CP) - Primary T-Score

basc3_dp_t Depression (DP) - Primary T-Score

basc3_fc_t Functional Communication (FC) - Primary T-Score

basc3_ha_t Hyperactivity (HA) - Primary T-Score

basc3_ir_t Interpersonal Relations (IR) - Primary T-Score

basc3_le_t Leadership (LE) - Primary T-Score

basc3_lp_t Learning Problems (LP) - Primary T-Score

basc3_lc_t Locus of Control (LC) - Primary T-Score

basc3_rp_t Relations with Parents (RP) - Primary T-Score

basc3_sa_t School Maladjustment (SA) - Primary T-Score

basc3_se_t Self Esteem (SE) - Primary T-Score

basc3_sr_t Self Reliance (SR) - Primary T-Score

basc3_ss_t Sensation Seeking (SS) - Primary T-Score

basc3_si_t Sense of Inadequacy (SI) - Primary T-Score

basc3_so_t Social Skills (SO) - Primary T-Score

basc3_st_t Social Stress (ST) - Primary T-Score

basc3_sm_t Somatization (SM) - Primary T-Score

basc3_sk_t Study Skills (SK) - Primary T-Score

basc3_wd_t Withdrawal (WD) - Primary T-Score

basc3_ac_t Anger Control (AC) - Primary T-Score

basc3_bl_t Bullying (BL) - Primary T-Score

basc3_sd_t Developmental Social Disorders (SD) - Primary T-Score

basc3_eg_t Ego Strength (EG) - Primary T-Score

basc3_sc_t Emotional Self-control (SC) - Primary T-Score

basc3_ef_t Executive Functioning (EF) - Primary T-Score

basc3_ma_t Mania (MA) - Primary T-Score

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basc3_ne_t Negative Emotionality (NE) - Primary T-Score

basc3_rs_t Resiliency (RS) - Primary T-Score

basc3_ta_t Test Anxiety (TA) - Primary T-Score

basc3_adi_t ADHD Probability Index - Primary T-Score

basc3_aui_t Autism Probability Index - Primary T-Score

basc3_cpi_t Clinical Probability Index - Primary T-Score

basc3_ebi_t EBD Probability Index - Primary T-Score

basc3_fii_t Functional Impairment Index - Primary T-Score

Primary Composite T Scores

basc3_asi_t Adaptive Skills Composite - T-Scores

basc3-bsi_t Behavioral Symptoms Composite - T-Scores

basc3_esi_t Emotional Symptoms Composite - T-Scores

basc3_epi_t Externalizing Problems Composite - T-Scores

basc3_ihi_t Inattention/Hyperactivity Composite - T-Scores

basc3_ipi_t Internalizing Problems Composite - T-Scores

basc3_pai_t Personal Adjustment Composite - T-Scores

basc3_spi_t School Problems Composite - T-Scores

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Item Response Data Description

Special Values (if applicable)

basc3_r001 through basc3_r014

Response for Item 1 through 14 Yes/No (SRP-I only) 1=Yes 2=No

True/False (SRP forms)

1=True

2=False

Multiple Choice

1=Never

2=Sometimes

3=Often

4=Almost always


Response for Item 15 through 59 True/False

1=True

2=False

Multiple Choice

1=Never

2=Sometimes

3=Often

4=Almost always


Response for Item 60 through 192 Multiple Choice

1=Never

2=Sometimes

3=Often

4=Almost always

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6 FAQs (Frequently Asked Questions)

What are all the components of the BASC3 Family of Products?

Behavioral and Emotional Screening System (BESS)

Teacher Rating Scales (TRS)

Parent Rating Scales (PRS)

Self-Report of Personality (SRP)

Structured Developmental History (SDH)

Student Observation System (SOS)

Behavior Intervention Guide

Behavioral and Emotional Skill Building Guide

Flex Monitor

Parenting Relationship Questionnaire (PRQ)

What are the BASC3 components used for?

BASC3 BEHAVIORAL AND EMOTIONAL SCREENING SYSTEMThe BASC3 Behavioral and Emotional Screening System (BESS) is a brief screening tool designed to identify behavioral and emotional strengths and weaknesses in children and adolescents in preschool through high school. It includes Teacher, Parent, and Student Forms that are short (20, 29, and 28 items, respectively) and easy to complete, usually within 5 minutes or less for the Teacher and Parent Forms, and 5 to 15 minutes for the Student Form. Spanish forms are available for the Parent and Student Forms; both English and Spanish forms can be completed digitally or on paper. On each form, a Behavioral and Emotional Risk Index provides an overall indication for risk of having or developing a behavioral or emotional problem; additional scores are also provided that are used to identify specific risk for more specific problem areas.

BASC3 TEACHER RATING SCALESThe BASC3 Teacher Rating Scales (TRS) is a comprehensive measure of both adaptive and problem behaviors in the school setting. It is designed for use by teachers or others who fill a similar role, such as teacher assistants or preschool caregivers. The TRS has three forms, with items targeted at three age levels: preschool (ages 2 through 5), child (ages 6 through 11), and adolescent (ages 12 through 21). The forms contain descriptors of behaviors that the respondent rates on a four-point scale of frequency, ranging from Never to Almost always. The TRS takes 10 to 15 minutes to complete for teachers with experience completing rating scales.

BASC3 PARENT RATING SCALESThe BASC3 Parent Rating Scales (PRS), available in English or Spanish, is a comprehensive measure of a childs adaptive and problem behaviors in community and home settings. The PRS uses the same four-choice response format as the TRS and takes 10 to 20 minutes to complete. Like the TRS, the PRS has three age-level forms: preschool, child, and adolescent.

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6 FAQs continued

BASC3 SELF-REPORT OF PERSONALITYThe BASC3 Self-Report of Personality (SRP), available in English and Spanish, is an omnibus personality inventory consisting of statements that respondents answer in one of two ways. Some of the items (presented first on the record form) require a True or False response, while others use the four-point scale of frequency, ranging from Never to Almost always. The SRP takes 20 to 30 minutes to complete. It has three age-level forms: child (ages 8 through 11), adolescent (ages 12 through 21), and young adults attending a postsecondary school (ages 18 through 25). A fourth level of the SRP is the interview version (SRPI), designed for children ages 6 through 7 years. The SRPI contains a series of 14 questions asked by an interviewer, who then records the childs Yes or No responses, along with responses given to follow-up questions that are asked when a child provides an item response that indicates a possible behavioral or emotional problem.

BASC3 STRUCTURED DEVELOPMENTAL HISTORYThe BASC3 Structured Developmental History (SDH) provides a thorough review of social, psychological, developmental, educational, and medical information about a child that may influence diagnosis and treatment decisions. It is designed to be useful in numerous settings, including clinics, schools, and hospitals. The SDH is used either as a structured interview with a parent (or someone who fills a similar role) or as a questionnaire that can be filled out in a clinicians office, school, or at home. The SDH is available as an electronic/digital form and a paper form, in both English and Spanish. When used in conjunction with the BASC3 PRS, the digitally administered version of the SDH can deliver supplemental items based on PRS scale scores that provide additional information for making accurate classification or diagnostic decisions.

BASC3 STUDENT OBSERVATION SYSTEMThe BASC3 Student Observation System (SOS) is a 15-minute observation procedure designed to enable the clinician to record and evaluate a students behavior in a classroom environment. The SOS is available digitally using a smartphone, tablet, or laptop computer, and is also available on paper.

BASC3 BEHAVIOR INTERVENTION GUIDEThe BASC3 Behavior Intervention Guide provides a collection of evidence-based interventions designed to help remediate emotional and behavioral problems experienced by children and adolescents from preschool through high school. The comprehensive how-to content is organized around some of the most common problem behaviors seen by teachers and parents and reported by children themselves. It is designed for use by psychologists and other professionals who help children and adolescents experiencing behavioral and emotional problems. In addition, Parent Tip Sheets are available for a number of behavioral and emotional problems. These tip sheets enable parents to work more effectively with behavioral professionals to become an active part of their childs success by providing information to help them learn more about their childs problem. The Parent Tip Sheets also offer several different strategies to be used at home to help address the identified problem or concern.

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6 FAQs continued

BEHAVIORAL AND EMOTIONAL SKILL BUILDING GUIDEThe Behavioral and Emotional Skill Building Guide - part of the BASC3 family of products provides activities and smallgroup or classroom-based lessons that promote and develop a number of core behavioral and emotional skills, such as communicating, problem solving, listening effectively, and relaxation strategies. This guide is used by teachers, behavior coaches, counselors, social workers, or others who work in a school or similar setting. When used in conjunction with the BASC3 BESS, this guide can also be used by school administrators to enhance the skills of the student community and promote behaviors that lead to school-wide success.

BASC3 FLEX MONITORThe BASC3 Flex Monitor is used to monitor and track the effect of a behavioral intervention implemented by a psychologist or other professional in a school or clinical environment. An Internet-based tool, the BASC3 Flex Monitor provides a bank of behaviorally or emotionally based items that can be selected to create a customized monitoring form that enables score comparisons to a nationally representative population sample. While creating forms, users can calculate reliability estimates based on a normative sample. In addition, existing forms can simply be selected and used to measure behavioral performance across a variety of common behavioral areas (e.g., hyperactivity, attention). Behavioral performance is measured and displayed over a period of time, thereby helping to establish the effectiveness of an intervention strategy.

BASC3 PARENTING RELATIONSHIP QUESTIONNAIREThe BASC3 Parenting Relationship Questionnaire (PRQ) is designed to capture a parents perspective of the parent child relationship (or the perspective of a person serving a similar role). It assesses traditional parentchild dimensions such as attachment and involvement and also provides information on parenting style, parenting confidence, stress, and satisfaction with the childs school. The BASC3 PRQ is used in clinical, pediatric, counseling, school, and other settings where there is a need to understand the nature of the parentchild relationship. It is particularly important when implementing home-based intervention strategies and/or treatment monitoring. The BASC3 PRQ can be completed in approximately 15 minutes and is available in English and Spanish. It should be administered to mothers and fathers (or caregivers) of children ages 2 through 18 years.

Which BASC3 form should I use? The TRS is given to teachers to rate the childs behavior in the school setting.

The PRS is given to parents (birth, foster, or adoptive), guardians, or custodial caregivers to rate the childs behavior observed at home.

The SRP is given to the person being evaluated, who answers statements about his or her thoughts and feelings.

The SOS is used by psychologists and other education professionals for observing and recording the childs behavior in the classroom.

The SDH is completed by a clinician or parent to gather the childs developmental and medical history.

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6 FAQs continued

What are the relationships among BASC3 components? How do I integrate data from multiple ratings and self-reports?Results obtained using any of the BASC3 components should always be interpreted in the context of other case information, including developmental history, interviews, academic records, observations, and other qualitative and quantitative sources.

The Multi-Rater Report in Q-Global allows users to compare results from any combination of a maximum of five TRS and PRS forms.

Are you able to score content scales, clinical probability indexes, and executive functioning indexes if you dont use Q-Global?Q-Global is required for scoring content, clinical probability index, and executive functioning index scales.

Which norm sample should I use?The BASC3 Manual gives an excellent discussion of this on page 16. General, combined-gender norms are preferred for most cases, but the separate-gender and Clinical norms have advantages, too.

Separate-gender norms are based on subsets of the combined-gender norm samples. Using separate-gender norms eliminates the differences between males and females in the distribution of T scores or percentiles. Separate-gender norms also help identify children whose level of ratings or self-reports is rare for their age and gender. For example, a females Aggression rating may be extremely high when compared with those of other females, but may not be high when compared to self-ratings of both females and males in the general population.

Clinical norms are helpful when a childs problems are extreme compared to those of the general population. Ceiling effects sometimes occur when behavior ratings of children who have significant problems are compared to the ratings of the non-referred population making up the General norm sample; such effects may make differential diagnosis of behavior problems quite difficult. The Clinical norm sample reveals elevations more sharply and allows psychologists to examine a childs profile for information that may aid in differential diagnosis.

The BASC3 forms and Q-Global allow more than a single set of norms to be reported for a particular case. The authors recommend the use of General, combined-gender norms supplemented by either the separate-gender or Clinical norms.

Why might the same T score result in two different percentile ranks?T scores and percentiles provide different kinds of information: T scores describe distance from the mean, and percentiles describe rarity.

The BASC3 T scores are not normalized; so the percentiles associated with the normalized T scores do not necessarily apply to the BASC3 T scores. The distribution of the Aggression scale, for example, is skewed; there are many scores clustered around the mean, but there are more extremely high raw scores than you would find in a normal distribution.

Why are there no clinical norms for ages 2 through 3?At these very young ages, clinical cases are very rare, and the concept of a clinical case is not well defined.

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6 FAQs continued

Is the BASC3 normed for use with Spanish-speaking populations?Spanish-speaking parents and children were included in the standardization samples. However, separate Spanish norms are not available.

I just gave a BASC3 test, and I would like to know how to plan for follow-up testing. How long should I wait before administering a posttest?Whether youve administered the BASC3 TRS, PRS, or SRP, several factors should be considered before follow-up testing is scheduled. First, take into account the type and severity of the problem behavior(s), as well as whether the child has been diagnosed with a clinical condition. The outcome, if any, of the intervention(s) employed should also be examined. In most cases, a period of at least several months should elapse before a second testing takes place.

Which validity measures are provided in the BASC3?

F IndexThe F Index is a measure of the respondents tendency to be excessively negative about the childs behaviors, self-perceptions, or emotions.

L IndexThe L Index on the SRP measures the childs tendency to give an extremely positive picture of himself or herselfwhat might be called faking good.

V IndexEach level of the SRP includes a V Index made up of three or four nonsensical or highly implausible statements (such as I drink 50 glasses of milk every day.).

Consistency IndexThe Consistency Index flags cases in which the respondent has given different responses to items that usually are answered similarly.

Response Pattern Index The Response Pattern Index detects two types of response patterning: repeated and cyclical.

What are the norm groups for the BASC3?

General Clinical ADHD

Ages Norm group Ages Norm group Ages Norm group

23 45 45

45

67 611a 611a

811

1214 1218 1218

1518

1825 1921

Note. Combined- and separate-gender norms available for all norm groups except ages 1921. The ages

1825 norm group is for the SRPCOL form only.

aFor SRPC norm groups, the age range for the Clinical and ADHD samples is 811.

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6 FAQs continued

What is the reading level for the BASC3?The reading level of the PRS and SRP items was measured using the Flesch-Kincaid Reading Index, which is sensitive to sentence length and number of syllables per word. The Reading Index values, expressed in grade levels, range from 4.6 through 4.8 for the three levels of the PRS and from 1.9 through 2.1 for the child and adolescent levels of the SRP. Overall, this analysis suggests that the PRS items are written at about a Grade 4 level and the SRP items at about a Grade 2 level.

What types of BASC3 PRQ Reports are available?A customizable report can be generated in Q-global with the following information

Validity Indexes

Clinical and Adaptive Scales

Content Scales

Clinical Probability Indexes

Executive Functioning Indexes

Validity Index Item Lists

Clinical And Adaptive Scale Narratives

Content Scale Narratives

Target Behaviors For Intervention

Critical Items

DSM-5 Diagnostic Considerations

Item By Scale

Item Responses

Advanced Clinical Section

Validity Index Narratives

Clinical Summary

DSM-5 Diagnostic Criteria

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